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This paper draws on research that takes the teaching and learning of new life science topics as a case of special interest - the proliferation of new information and technologies in the field of genetics represents an evolving body of knowledge with social and environmental significance. In this session, I explore how SFL-MDA concepts and tools can contribute to an understanding of the pedagogical translations of such knowledge through the literate practices of the senior Biology classroom in: re-presenting science, doing science, talking science, and writing science. The data samples presented are taken from a research project investigating teachers' use of digital and multimodal representations of new life science concepts in senior Biology classrooms. Video recordings of lessons across a unit of work, teacher interviews, student work samples, and student pre-test and post-test data were gathered from participating government and independent schools across the Sydney region. The analyses demonstrate how disciplinary knowledge is mediated by subject-specific literate practices as teachers and students connect conceptual understanding with practical application via multiple semiotic modes. |
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